edTPA LESSON PLAN TEMPLATE

(see pg 10 in handbook)
Each lesson plan must be no more than 4 pages in length. You will need to condense or excerpt lesson plans
longer than 4 pages. Any rationale for decisions or explanations should be included in your Planning
Commentary and deleted from your plans.

Date: _______ Period(s): ___ Class: ______HISTORY__________

Central Focus: A description of the important understandings and core concepts that you want
students to develop within the learning segment.

Standards: High School: United States History Studies Since 1877 (One Credit), Adopted 2018 c.9.e
(9) History. The student understands the impact of the American civil rights movement. The student is
expected to:

(E) compare and contrast the approach taken by the Black Panthers with the nonviolent approach of Martin
Luther King Jr.;

Learning Objectives:
- Students will understand the difference between the non-violent approach from
Martin Luther King and his followers with the Black Panther Party approach.
- Students will understand how it is related to the Civil Rights Movement.
- Students will understand the effect of each approach.
- Students will present their findings and debate

Assessments: Compare and Contrast Chart (Group), Debate, Exit Ticket, Participation

Instructional Resources and Materials:

For students: (handouts, previous assignments, tests, etc.)

For teacher: (lecture notes, answer keys, overheads, video, lists of questions, etc.)

Instructional Strategies and Learning Tasks : There are a lot of different activities, viewing
presentation, photos, debate, compare and contrast chart, critical thinking, etc.

Introduction: How are you going to get the students to recall yesterday’s lesson and how it relates to
what you are doing today? How will you capture student attention?

Introduction Time Frame Introduction Activity Description

Begin by asking students
- What do you know about Martin Luther King Jr.?
- What do we already know about the Civil Rights Movement?
- What was the Black Panther Party?
5 mins This would be to try to get students to recall what they already know
themselves.
Instruction: Include time estimates for each of your activities and also plan for regular checks for
understanding.

Instruction Time Frame Instruction Activity Description

Beginning part of instruction will include a powerpoint presentation
going over the Civil Rights Movement
https://docs.google.com/presentation/u/0/d/1YW4imIeG04YaEs3O8CZo
8KalITHkKizaCw1Cjk5MbxM/edit

15 mins This will take about 8-10 mins

For the second part which would only be about 5 mins with about 4
photos, the class will examine photos of the Civil Rights Movement;
specifically MLK and BPP just to get students a different kind of material
to observe.

Questions that can be asked with the Photos are:

- What do you notice?
- Any similarities or differences in photos?
- Does anything look different or similar from today?
Things to point out would be
- Flag from BPP
- Uniforms
- MLK as speaker
- the number of people
- how their arms are crossed
 https://www.buzzfeednews.com/article/gabrielsanchez/black-panthers-huey-newton-
bobby-seale-police-brutality
can also be used
10 mins After this, students will be separated into groups of two to analyze MLK
and BPP approaches.

Students will be given a video and other source to analyze

MLK:
2:30-3:10
10 mins https://www.youtube.com/watch?v=rmOwgkCZQHg

Website listing non-violent movement

https://civilrightsmovementera.weebly.com/non-violent-protests.html

BPP:
0:00-2:20
https://www.youtube.com/watch?v=uZlnZCpXfpQ

5:00-6:00
https://www.youtube.com/watch?v=kHWGAEF5GGA

After they have done this, each group will present their findings as we
fill out a compare and contrast chart to analyze the differences and
similarities as a group.
https://docs.google.com/document/d/104BX3Aguq_RiP402a9JxknQY_6
G34o53ZrtVZhO7S1M/edit

Closure: How will you tie the lesson together and reemphasize the concepts presented? How will
you know if your students “get it” by the end of your lesson?

Closure Time Frame Closure Activity Description

Debate as to which approach was the most successful
 During this time I would analyze students with their participation

10 mins

2 mins If desired: An exit ticket could be optional where I would ask students
what approach they would take themselves personally today.

UBD-UDL INTEGRATED LESSON PLAN TEMPLATE

Lesson: MLK vs BPP Author: Hernandez Course: History Date:

STEP ONE: Pre-Planning

What are you teaching? Why are you teaching it?
Essential Question(s)
What is a non violent approach?
How did the Black Panthers protest, perform activism?
Why did MLKs nonviolent approach gain much attention?
What are the similarities and differences?
Did their approach impact their membership/recognition?

Enduring
Understandings Students will understand...
- The difference in approaches
- How it impacted their recognition
- How it impacted the civil rights movement

Mastery Objectives Content What students will know

-The difference between BPP approach and MLKs

nonviolent approach
Similarities and differences
How it related to the Civil Rights movement

Skills What students will be able to do

-Compare and contrast
 Analyze

Relevance Why do students need this knowledge and skills right now? How are
knowledge and skills used by adults?

This knowledge and skills are useful because they relate to the real
world. It is also to teach students where we came from and why we
are where we are today.

Assessment/Checking How will I know that students have understood the content and can
for Understanding apply the skills?

Based on discussion possibly and their compare and contrast charts,

along with demonstrating their analyzation skills.

STEP TWO: The Lesson

How are you teaching it? Why are you teaching it that way?
How do you know the students get it? How do the students know they get it?
Opening/ How will ideas be introduced and linked to prior knowledge?
Activator Discussing other general ideas like for example the civil right movement and
MLK since we likely have already gone over them or they at least know some
information about it

Instructional What instructional strategies and resources might I use to help students
Activities perform well?
Think Pair Share
Multiple Means Discussing
Representation Compare and Analyze
Technology
Multiple Means
of Engagement How do you ensure that all students have access to the information presented?
Having it easily accessible

How do you provide multiple pathways for students to learn the material
Multiple Means through multiple entry points, activity settings, and choices for interacting with
of Expression the content? (Listening, talking, interacting with physical models, web search,
etc.)
Different kinds of assignments and assessments
Different activities and environments
Individual, pair, group work

How will students express and/or demonstrate what they have learned?
(Tests, tiered assessments, oral exams, building a model, making a video,
Assessments like
Essay
Multiple Choice
Short Answers
 Etc.
Closing How will the lesson end and bridge to learning for the future?
Tie it to real world and today

STEP THREE: Set-Up

What do you need to be prepared for the lesson?
On the Board Objectives By the end of the period, you will be able to . . .
Understand the differences between non-violent Martin Luther King
Jr. approach and the Black Panther Party Approach

Do Now What do you know about the Civil Rights Movement?

Who is Martin Luther King Jr.?
What is the Black Panther Party?
Agenda Intro
Analyze approaches
Present and Compare
Debate

Homework Exit Ticket if desired

Materials and Powerpoint
Resources Photos
Needed for the Videos
Lesson Chart

STEP FOUR: Reflections

What did you learn in the process of teaching the lesson?
Ending Where did the lesson end? What needs to happen tomorrow for this specific class?
After we understand the differences, I think the next day should be their significance and
how it relates to today
Reflection What went well? Why? What did you learn while teaching it? What areas need work?
on the What steps can you take to make improvement?
Lesson